02147nas a2200325   4500008004100000022001400041245010100055210006900156260004200225300001000267490000600277520115600283653002001439653001101459653002601470653002501496653002701521653001601548653002301564653002001587653001901607653002401626653002701650653002201677653002401699653002301723100001801746700001901764856003801783       2019                        eng d  a1927-032100aEmbedded Master’s Students Conduct Highly Relevant Research Using Industry as Their Laboratory0 aEmbedded Master s Students Conduct Highly Relevant Research Usin  aOttawabTalent First Networkc05/2019  a54-730 v93 aThis article analyzes participatory action research conducted by Systems Engineering master’s students embedded fifty percent in industrial companies for three years. The resulting papers authored by these students identify challenges and effective practices suitable for knowledge transfer between industry and academia. The analysis covers 181 completed master’s projects, with a detailed analysis of 40 papers that have been published in international conferences and journals. The publication rate of about 23% shows that these students contribute actively to the body of Systems Engineering knowledge. This study analyzes master’s projects at three levels – industrial problem and drivers; Systems Engineering methods; and research method feasibility – and provides valuable lessons learned by applying the industry-as-laboratory approach. Embedding students in industry has resulted in publications that do not suffer from the main challenges of participatory research such as delays, repeatability, and only action and not research. These insights are valuable both for industry and for academia in future work to enhance innovations.10aaction research10aenergy10aexperimental learning10aindustrial knowledge10aindustry as laboratory10ainnovations10aknowledge transfer10alessons learned10amaster project10amaster’s students10aparticipatory research10asituated learning10asystems engineering10asystems of systems1 aFalk, Kristin1 aMuller, Gerrit  uhttps://timreview.ca/article/124100832nas a2200301   4500008004100000022001400041245003600055210003300091260004200124300000800166490000600174653001600180653002700196653001100223653002200234653002000256653002100276653001200297653002100309653002700330653002300357653001600380653002700396653001200423653004000435100001800475856003700493       2018                        eng d  a1927-032100aEditorial: Insights (June 2018)0 aEditorial Insights June 2018  aOttawabTalent First Networkc06/2018  a3-40 v810a3D printing10aadditive manufacturing10aAmazon10aboundary spanning10abusiness models10acivic innovation10aculture10aentrepreneurship10ainnovation integrators10aknowledge transfer10aliving labs10asociotechnical systems10astartup10auniversity–industry collaboration1 aMcPhee, Chris  uhttp://timreview.ca/article/116001692nas a2200229   4500008004100000022001400041245010300055210006900158260004200227300001000269490000600279520095300285653002401238653002301262653002601285653002301311653004001334100001801374700001601392700001701408856003701425       2018                        eng d  a1927-032100aHow Doctoral Students and Graduates Can Facilitate Boundary Spanning between Academia and Industry0 aHow Doctoral Students and Graduates Can Facilitate Boundary Span  aOttawabTalent First Networkc06/2018  a48-540 v83 aThe mobility of scientific competences from universities to industrial firms enables firms to absorb and utilize the knowledge developed in academia. However, too few young doctors are currently employed in industry, despite the fact that they could transfer and integrate valuable academic knowledge for industrial purposes and facilitate its utilization towards commercial ends. In this article, we investigate the role of doctoral students and graduates as academic boundary spanners by presenting three joint programs between universities and industrial players that facilitate and promote the industrial involvement of doctoral students and graduates. The cases highlight the meaning of university–industry collaboration in doctoral education and present practical examples of how industrial firms may facilitate the transfer of academic knowledge to industry through jointly organized doctoral education and postdoctoral mobility programs. 10aacademic engagement10adoctoral education10aindustrial engagement10aknowledge transfer10auniversity–industry collaboration1 aKunttu, Leena1 aHuttu, Essi1 aNeuvo, Yrjö  uhttp://timreview.ca/article/116402119nas a2200205   4500008004100000022001400041245007800055210007100133260004200204300001000246490000600256520146500262653002501727653002801752653001501780653002301795653004001818100001801858856003701876       2017                        eng d  a1927-032100aEducational Involvement in Innovative University–Industry Collaboration0 aEducational Involvement in Innovative University–Industry Collab  aOttawabTalent First Networkc12/2017  a14-220 v73 aThe positive link between university research and industrial innovation has been widely recognized among academics and industrial practitioners. A remarkable volume of previous research emphasizes the importance of the transfer of academic knowledge into the industrial domain. In this sense, it is surprising that the role of university education is an almost neglected topic in the research concerning university–industry collaboration, despite education and the creation of knowledge being a primary goal of universities and providing great potential in terms of improving competences. This study presents a case study that analyzes educational involvement in nine long-term university–industry relationships. In all the cases, the research collaboration between industrial firm and university research group is directly associated with close educational involvement. The aim of the case analysis is to understand mechanisms and practices of educational collaboration that facilitate relational learning and innovation development in university–industry relationships. The forms of educational involvement studied in this article include student projects, thesis projects, jointly organized courses, and tailored degree courses. The findings of the study reveal a number of educational collaboration practices that may facilitate relational learning, creation of new knowledge, as well as innovation development in university–industry relationships.10aacademic involvement10aeducational involvement10ainnovation10aknowledge transfer10auniversity–industry collaboration1 aKunttu, Leena  uhttp://timreview.ca/article/1124